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Unmodern Philosophy and Modern Philosophy 1st
Edition Phillip Deen Digital Instant Download
Author(s): Phillip Deen; John Dewey; Larry A. Hickman
ISBN(s): 9780809330805, 0809330806
Edition: 1
File Details: PDF, 3.00 MB
Year: 2012
Language: english
 In the second half of the volume, Dewey
roots philosophy in the conflicting beliefs
in 1947 America’s premier philosopher,
educator, and public intellectual John Dew-
and cultural tensions of the human con- philosoph y

UNMODERN
ey purportedly lost his last manuscript on

Dewey
dition, maintaining that these issues are
modern philosophy in the back of a taxi-
much more pertinent to philosophy and
“Imagine how exciting it would be to discover an unpublished and cab. Now, sixty-five years later, Dewey’s
knowledge than the sharp dichotomies of
presumed lost text of Aristotle’s. The discovery that Dewey’s late fresh and unpretentious take on the his-
the past and abstract questions of the body

PHILOSOPHY
book, Unmodern Philosophy and Modern Philosophy, was not ir- tory and theory of knowledge is finally
and mind. Ultimately, Dewey argues that
available. Editor Phillip Deen has taken
the mind is not separate from the world, retrievably lost (as had been believed) is like that. This is a major

Unmodern Philosophy and Modern Philosophy

on the task of editing Dewey’s unfinished
criticizes the denigration of practice in work by a great philosopher, and Phillip Deen has done philosophy work, carefully compiling the fragments
the name of theory, addresses the dualism a great service by editing and introducing it.” and multiple drafts of each chapter that

AND MODERN
between matter and ideals, and questions —Hilary Putnam, John Cogan University Professor of the he discovered in the folders of the Dewey
why the human and the natural were ever
Humanities Emeritus at Harvard University Papers at the Special Collections Research
separated in philosophy. The result is a
Center at Southern Illinois University Car-
deeper understanding of the relationship
bondale. He has used Dewey’s last known

PHILOSOPHY
among the scientific, the moral, and the “I offer gratitude to Philip Deen for unearthing this manuscript, edi-
outline for the manuscript, aiming to cre-
aesthetic. torially rendering its many parts into a coherent whole, and writing
ate a finished product that faithfully rep-
More than just historically significant a thorough and helpful introduction to its sprawling contents. It resents Dewey’s original intent. An intro-
in its rediscovery, Unmodern Philosophy will take several generations of forthcoming Dewey scholarship to duction and editor’s notes by Deen and a
and Modern Philosophy provides an in-

JOHN DEWEY
knit this very late work (1940s) back into the vast corpus of Dew- foreword by Larry A. Hickman, director of
triguing critique of the history of modern
ey’s published writings. One upshot is clear: the interpretive lens the Center for Dewey Studies, frame this
thought and a positive account of John
through which to read Dewey is what he holds herein, namely, that previously lost work.
Dewey’s naturalized theory of knowing.
In Unmodern Philosophy and Mod-
This volume marks a significant contribu- the lathe for understanding the history of philosophy is that of a
ern Philosophy, Dewey argues that mod-
tion to the history of American thought ‘cultural naturalism.’ Only by so doing, contends John Dewey, will ern philosophy is anything but; instead,
and finally resolves one of the mysteries we be able to overcome the detritus of our philosophical past and it retains the baggage of outdated and
of pragmatic philosophy. avoid its ‘eulogistic predicates.’ Then we can sort out and revivify misguided philosophical traditions and
its still rich deposits and reconstruct philosophy as a diagnosis of dualisms carried forward from Greek and
John Dewey (1859–1952) is widely regard-
the ‘precarious and stable generic traits’ that are always present in medieval traditions. Drawing on cultural
ed as the father of progressive education
the affairs of human living. For students of John Dewey’s thought, anthropology, Dewey moves past the philo-
and one of the most influential philoso-
sophical themes of the past, instead pro-
phers of the twentieth century. The thir- there is new work to be done.”
posing a functional model of humanity as
ty-seven volumes of his Collected Works —John J. McDermott, University Distinguished Professor of emotional, inquiring, purposive organ-
comprise books and essays on education, Philosophy and Humanities, Texas A&M University isms embedded in a natural and cultural
social and political philosophy, aesthet-
environment.
ics, logic, religion, and much more. On
Dewey begins by tracing the problem-
the occasion of his ninetieth birthday the
southern illinois university press atic history of philosophy, demonstrating
New York Times hailed him as “America’s $60.00 usd
how, from the time of the Greeks to the
Philosopher.” 1915 university press drive isbn 0-8093-3079-2
isbn 978-0-8093-3079-9 Empiricists and Rationalists, the subject
mail code 6806 has been mired in the search for immu-
Phillip Deen is a visiting lecturer at
carbondale, il 62901 table absolutes outside human experience
Wellesley College and the author of essays
www.siupress.com and has relied on dualisms between mind
published in Contemporary Pragmatism
and body, theory and practice, and the
and Transactions of the Charles S. Peirce
material and the ideal, ultimately divid-
Society.
ing humanity from nature. The result, he
Cover illustration: Interior of Grand Central Terminal, New York City; Library of Congress.
Southern Illinois
University Press
Edited and with an Introduction by Phillip Deen posits, is the epistemological problem of
Printed in the United States of America Foreword by Larry A. Hickman how it is possible to have knowledge at all.

Deen mech.indd 1 3/5/12 11:36 AM

UNMODERN PHILOSOPHY AND MODERN PHILOSOPHY
 UNMODERN
PHILOSOPHY
AND MODERN
PHILOSOPHY
JOHN DEWEY

Edited and with an Introduction

by Phillip Deen
With a Foreword by Larry A. Hickman

Southern Illinois University Press

Carbondale and Edwardsville
Copyright © 2012 by the Board of Trustees,
Southern Illinois University
All rights reserved
Printed in the United States of America

The manuscript by John Dewey presented in this book

was obtained from the Dewey Papers (folders 53/12,
53/13, 53/15–53/18, 54/1–54/3, 54/5, 54/6, 61/12, 61/13,
61/15–61/19, and 61/21), Special Collections Research
Center, Morris Library, Southern Illinois University
Carbondale.

Library of Congress Cataloging-in-Publication Data

Dewey, John, 1859–1952.
Unmodern philosophy and modern philosophy / John
Dewey ; edited and with an introduction by Phillip
Deen ; with a foreword by Larry A. Hickman.
p. cm.
Includes bibliographical references and index.
ISBN-13: 978-0-8093-3079-9 (cloth : alk. paper)
ISBN-10: 0-8093-3079-2 (cloth : alk. paper)
ISBN-13: 978-0-8093-3080-5 (ebook)
ISBN-10: 0-8093-3080-6 (ebook)
1. Philosophy. I. Deen, Phillip, 1972– II. Title.
B945.D43U56 2012
191—dc23 2011033319

Printed on recycled paper.

The paper used in this publication meets the minimum
requirements of American National Standard for In-
formation Sciences—Permanence of Paper for Printed
Library Materials, ANSI Z39.48-1992.
Contents

Foreword vii
Acknowledgments xi
Introduction xiii
Editor’s Notes xli

Part One
i. Philosophy and the Conflict of Beliefs 3
ii. The Story of Nature 18
iii. The Discovery of Rational Discourse 35
iv. The Search for Salvation 53
v. From Cosmic Nature to Human Nature 66
vi. Wandering between Two Worlds 92
vii. The Present Problem of Knowledge 130

Part Two
viii. The Supreme Human Art 169
ix. Things and Persons 184
x. Mind and Body 203
xi. The Practical and the Theoretical 252
xii. The Material and the Ideal 286
xiii. Nature and Human Nature 304
xiv. Experience as Life-Function 315

Index 347
Foreword

I
n editing and presenting this previously unpublished Dewey manuscript,
which was thought to be lost, Phillip Deen has performed an admirable
service to readers who are already well acquainted with Dewey’s copious
publications. His service is perhaps even greater, however, to readers who
are not as familiar with Dewey’s ideas but have hoped for more a more ac-
cessible entry point, available in his own words, into the complexities of the
thirty-seven volumes of his Collected Works.
Readers of the first sort will be delighted to find in these pages a Dewey
who is more supple than the one to whom they are accustomed—more
candid, perhaps, but apparently less constrained by the blue pencils of his
editors. They will find a Dewey who expands on numerous themes that
he introduced and developed in earlier books and essays. In this work, he
clarifies old ideas and draws new connections in ways that render them
more perspicuous.
The tenth chapter, “Mind and Body,” provides several excellent examples.
Dewey rehearses and expands themes that he presented in chapter seven of
his 1925 Experience and Nature, “Nature, Life and Body-Mind.” He points
out, for example, that ordinary parlance, which treats “mind” as a verb (as
in “Mind what I am saying to you” or “I’m minding the children”) reveals the
poverty of premodern and modern theories that separate mind and matter.
Once that separation becomes philosophical dogma, such theories are hard
put to explain how the putatively disparate elements can be related. For
Dewey, to mind is to care for—to behave in certain observable ways. He also
expands his criticism of sense-data theories. He argues that the traditional
identification of observation with one of its constituents, sense perception,
is one of the great historical philosophical mistakes.
Further, in what Deen appropriately characterizes as a “striking section,”
Dewey provides an extended discussion of knowing as a form of technology.
This section is unique in Dewey’s work as I know it. Philosophers interested
in technology have long lamented the fact that Dewey’s treatment of technol-
ogy is not presented in any one location but is instead dispersed here and

vii
viii | FOREWORD

there throughout his writings. Now, in this chapter, we have Dewey’s clearest
and most succinct remarks about his view of technology and its relation to
the role of philosophy in contemporary culture. It is worth noting in this
connection that Dewey’s view of Francis Bacon is here more nuanced than
that of contemporary interpreters who understand him as treating nature
as something to be conquered. Dewey reads Bacon as arguing for a kind of
transaction with nonhuman nature: nature must first be obeyed if human
beings are to achieve those ends that are desirable to common life.
For readers of the second type, those who have hoped for a more easily
accessible Dewey, this volume has much to offer. Many of the main themes
of Dewey’s massive corpus, early to late, are presented in a manner that is
both clear and well organized. Dewey’s criticism of the “reflex arc” concept
in psychology; his rejection of the “quest for certainty” that characterized the
premodern and modern periods of philosophy; his criticism of premodern
and modern treatments of the relations between theory and practice; his
attack on scientism; his rejection of the traditional split between human
beings and the rest of nature; and his rejection of traditional ethical theories
as reductive: they are all here.
This list of criticisms, rejections, and attacks is, of course, negative in
tone. In each case mentioned, however, Dewey’s revolutionary philosophy
takes care to present a constructive alternative. If classical S-R (stimulus-
response) theory in psychology is limited or ineffective because based on
narrowly selected data and reliance on antiquated mechanical models, then
he will replace it with an organic model that emphasizes selective interest
and adjustment to dynamic environing conditions. If the modern quest for
certainty and the “epistemology industry” that it has spawned are still hung
up in the net of the premodern synthesis, then he will supplant those views
with a scientific approach that is experimentalist and fallibilist. If premodern
and modern philosophies have constructed a metaphysics that projects a
problematic relation between theory and practice, then he will reconstruct
traditional epistemology as a theory of inquiry that ensures that theory and
practice function as partners in the production of new tools and new habits.
If positivists have gone too far in claiming that the methods and contents
of the sciences are universally applicable, then he will praise the sciences
for their many contributions to human life at the same time he emphasizes
the importance of wider fields of experience. If traditional philosophy has
tended to split human beings off from the rest of nature, then he will re-
construct that account with the help of anthropologists, and perhaps most
importantly with the help of his beloved Darwin, in order to demonstrate
continuities and evolutionary development. And if traditional ethical theo-
ries have tended to be reductive in terms of their exclusive attention to the
 FOREWORD | ix

goods of the utilitarians, the rights and obligations of deontologists, or the

virtues praised by Aristotle and others, then he will present an ethics that
is experimental and developmental, that treats goods, rights, and virtues as
among the many factors that may be called upon as humans take account of
problematic situations, imaginatively weighing one claim against another
in more comprehensive processes of moral deliberation than the tradition
has imagined.
The late Richard Rorty famously remarked that Dewey would be waiting
at the end of the road being traveled by Anglo-American analytic philosophy
as well as by French philosophers such as Foucault and Deleuze. If Rorty’s as-
sessment were in need of additional support, it could surely be found in this
volume. Dewey’s report to Corinne Chisholm Frost concerning this project,
which Deen quotes at length, sums up matters nicely. He will attempt to
do something he has not done before, and he has no idea how it will turn
out. He will attempt to demonstrate how modern attempts at reconstruc-
tion of the metaphysics of Aristotle and the philosophers of the medieval
period fell sadly short because they left in place debilitating elements of the
old “medieval synthesis.” And he will show how that failure has prevented
the new synthesis that he thinks necessary, a synthesis that is relevant to
contemporary conditions.
This volume further solidifies Dewey’s place as dialogue partner among
philosophers living and working in our time. He anticipates, for example,
by some fifty years Bruno Latour’s well-known remark that “We have never
been modern.” What Latour meant was that modern philosophy split the
human and social sciences off from the natural sciences in ways that main-
tained an old substance-ontology that seeks to know the essential nature
of things. What our contemporary situation calls for instead, he suggested,
is a functionalist approach that seeks to know what things do, that is, how
things behave, and therefore how what is undesirable can be intelligently
managed. Moreover, modern philosophy fostered discontinuities such as
the split between a self-sufficient, culture-free nature, on one side, and a
domain of culturally enmeshed human beings, on the other. What is needed
now, in his view, is an account in which that split is healed—in which na-
ture is treated as culture and human beings are understood as involved in
the cutting edge of an evolving nature. In other words, we have never been
modern because we, like the so-called “moderns,” have never escaped the
orbit of the “premoderns.”
All of this, of course, is more or less what Dewey was saying some five de-
cades earlier, and what he clearly articulates in the manuscript we now know
as Unmodern Philosophy and Modern Philosophy. In this volume Dewey
shows the way to a new philosophy, a philosophy that is not only relevant
x | FOREWORD

to but very much needed in our current situation. It is a philosophy that

places ethics, social and political philosophy, and aesthetics at the center
of philosophical discourse. It is an approach to philosophy that, were it to
be embraced, would change forever the type of problems that are debated
in professional journals and the ways that philosophy is taught in the class-
room. It is presented here in this volume, and we are indebted to Phillip
Deen for bringing it out of the archives into the light of day.
Larry A. Hickman
Center for Dewey Studies
Southern Illinois University Carbondale
Acknowledgments

O
n a personal level, I would first like to thank John J. McDermott of
Texas A&M University and Larry Hickman and Tom Alexander of
Southern Illinois University Carbondale for spurring and sustaining
my interest in Dewey’s thought. In addition, I thank the staff of the Center
for Dewey Studies both for their invaluable work in keeping Dewey’s legacy
alive and for their assistance with this project. The staff of Southern Illi-
nois University at Carbondale’s Special Collections Research Center were
essential in providing the manuscripts and aiding me when I came to visit.
John Shook and the Center for Inquiry allowed me to get this project off
the ground by providing a residential research position in the summer of
2009. And my thanks to the editors and readers of SIU Press for guiding me
through the overwhelming task of getting Dewey’s book out to the world.
Lastly, I want to acknowledge some of the countless ways that Wellesley
College has aided me in this project—from providing a research grant and
an assistant (Kristina Costa) who engaged in the trying work of transcrib-
ing Dewey’s pages to giving me a place to teach and to turn the fractured
manuscript into the present book. The bulk of that work was done over the
2009–10 academic year, one hundred years after Dewey was himself a visit-
ing lecturer in Wellesley’s department of philosophy and psychology. And,
as I write these words, it is seventy years to the day since Dewey came to
campus to speak on “Man and the Sciences,” arguing that science is an ac-
tive, imaginative and social enterprise and one necessary to fight the threat
of totalitarianism. Wellesley College, my colleagues in the department of
philosophy and the impressive young women who come here all continue to
honor Dewey’s commitment to practical intelligence and intelligent practice.
Phillip Deen
Wellesley, Massachusetts
May 2010

xi
Introduction

O
n the occasion of his ninetieth birthday, John Dewey was interviewed
by the New York Times. In that interview, he promised to write a book
that was to be “the summation of his philosophical beliefs through
the years.” It seemed that Dewey had completed such a book, but that the
manuscript had been lost. Displaying the equanimity that he was known for,
he was inconsolable for two days and then “simply started to write again.”
Viewing it as an opportunity to write an even better book, he optimistically
claimed, “You know, in a way this has given me new ideas, starting over fresh
again. I think I have better ideas now” (Fine 1949). As Dewey scholars know,
the book never appeared. They have been left to pine for it and speculate
on its contents ever since Joseph Ratner wrote, in his editor’s introduction
to Dewey’s reintroduction to Experience and Nature, “The unfinished in-
troduction projected a grand design—a philosophical interpretation of the
history of Western man. Dewey’s original intention was to write such a book
after he finished the introduction” (LW 1:329). In 1959, many of Dewey’s
friends gathered together to commemorate his 100th birthday, trade stories,
and discuss his thought and character. In the course of their conversation,
Corliss Lamont expressed his dismay that Dewey had never written one
text encapsulating his philosophy. He continued, “I understand that toward
the end of his life, he did start work on such a book and had finished about
three-quarters of it.” Of the manuscript’s loss, Lamont could only say, “I
think it was a tragedy” (Lamont 1959, 50–51). I am happy to write that the
original manuscript has now been recovered. Though far from a perfect
specimen and not precisely what Ratner and Lamont had thought, we have
the opportunity to read the first “new” book by John Dewey in sixty years.
This introduction will do three things. The first is to recount the history
of the manuscript and its recovery. The second is to summarize its contents,
including Dewey’s history of modern philosophy, when philosophy failed
by collapsing into epistemology, and what a truly modern theory of know-
ing would require. The second section also draws out the philosophical
framework imbuing the book, which Dewey called “cultural naturalism,”

xiii
xiv | introduction

and argues that this work cashes out Dewey’s provocative claim from the
reintroduction to Experience and Nature that, rather than using the term
experience, he should have used culture all along. The last task is to present
what I take to be the underlying project—to come to terms with modernity
and the related task to develop a critical theory of culture.
History of the Manuscript
In its eight-year life, Dewey’s manuscript underwent radical change, but
the changes were foreshadowed from the beginning. Its earliest mention
is in 1939 in a letter to Joseph Ratner. Originally entitled The Philosophic
Science—or, in one later outline, A Science Became—Dewey meant to write
a popular text on the relation between philosophy, science, and common
sense. However, it immediately got away from him: “It isn’t taking the shape
I anticipated and intended—but more that of a cultural interpretation in
terms of modern philosophy[.] . . . I am not trying to do anything except to
indicate how, given the state of culture, philosophy took the course it has
taken—from that point of view it is a justification instead of an adverse criti-
cism. The damn thing involves a sort of philosophy of modern history[.]”
Including a rough outline, he marked out a tripartite structure: an intro-
duction, a set of problems such as “Problem of Knowledge—Method” and
“Nature and Man—Subject & Object, etc.” and a third part on “Solutions.”
The letter concludes with a bit of dramatic irony with the words, “But I’m
afraid I’ve laid out too big a job” (1939.02.13, 07028).
His frustration at “the damn thing” would continue throughout. Begin-
ning work in the summer of 1939 at his Hubbards retreat and continuing
in Key West, he would write a year later that both pieces were “neither any
good and I doubt if this is going to be” (1940.01.22, 09497). By February of
1941, he was on his third attempt at the book, claiming to have “a better start,
but only a start” (1941.02.20, 07067). This start included three chapters on
“The Continuing Life of Philosophy,” “Conflict within Philosophy” and “The
Conflict becomes Confusion,” none of which have survived.
But something seems to have changed soon after. The recovered manu-
scripts run from the summer of 1941 to late 1942 (with, in one case, a revision
in 1943) and mark a time of concentrated thought and effort. At time of war,
“philosophy didn’t seem to have much place in this hell of a world, but I got
started in May and have kept at it more or less ever since, something of an
escape; the book—if it ever is one—is rather different from anything I have
done before—general philosophic theory—more of the ‘I’m telling you’ type
and less argument” (1941.07.29, 09748; see also 1941.12.10, 13300). He began
working in earnest and with a clearer sense of the final product. To Corinne
Chisholm Frost he wrote,
 introduction | xv

The leading idea is that the problems and the different philosophies (at-
tempts at solution) of modern times have their source in the strains or
tensions produced by the (relative) dissolution of the medieval synthesis.
. . . I’m trying something different from what I’ve done before and I have
no idea how it is going to come out. I want to show that the confusion and
chaos of so much of modern life is due first to the emergence of the new
forces, Protestantism, Nationalism, democracy, industrial revolution, new
physics etc. from out the medieval synthesis and secondly to the fact that
many of the fundamental ideas of the old synthesis were not discarded
but were carried over into the systems that attempt a new philosophical
formulations, and thereby has prevented the development of a synthesis
which actually corresponds to the vital conditions and forces of the pres­
ent (1941.06.28, 09404).

By January of 1942, he claimed to have “an idea which will work out, which
none of the earlier ones did—there is no straight-out ‘modern’ philosophy,
that is conceived in modern terms of what is modern but an inconsistent
mixture of old and new” (1942.01.23, 13074). In large part, this is precisely
what he would go on to write.
Alternation between optimism and pessimism would continue. At one
time, he would tell Arthur Bentley that he has made significant progress
on issues of epistemology, human nature and individualism, the roots of
modern thought in the Greek-medieval, and the completion of chapters
nine and ten of the recovered manuscript (1942.03.19, 15220). He would also
come up with a new title: Unmodern Philosophy and Modern Philosophy
(1942.05.01, 13310). It is during this period of optimism running from mid-
1941 through 1942 that Dewey wrote the manuscript that we have now. But,
three years later, the book would reappear in his correspondence only for
Dewey to tell Bentley, with whom he was writing Knowing and the Known,
“I don’t know whether I ever told you that twice I have started to write a
‘social’ interpretation of the history of philosophers—if not of philosophy. I
accumulated a lot of mss but it never would jell. When we get this job done
maybe I’ll go back to it” (1945.02.14, 15410).
Of course, he did not get back to it and the manuscript went missing. Once
the manuscript was gone, and with Joseph Ratner encouraging him to use the
material from the reintroduction to Experience and Nature as the basis for
going forward, Dewey hoped to begin his book on modern philosophy anew.
Though he considered co-authoring with Ratner, and Ratner gladly accepted,
it never came about (1949.07.11, 07254; 1949.07.16, 07256; 1949.07.18, 07258).
But let us turn to the part that is most intriguing—how did the text
disappear, and how has it reappeared? In both cases, the answer is rather
xvi | introduction

mundane. While Dewey’s life may have spanned the period from the Civil
War to the detonation of the thermonuclear bomb, the great mystery of
what happened to his manuscript on modern philosophy comes down to
whether, on a fateful day in 1947, Dewey left it in a cab or, if not, whether he
left it on the sidewalk for someone to take it.
There are various accounts of the loss, but they tell largely the same
story. To Raymond Dixon, Dewey wrote, “I put all my correspondence with
the Philosophical Library in a briefcase, together with some typewritten
chapters of a book I was working on in, which I lost on our motor trip
in return from Nova Scotia—my own carelessness of course” (1947.10.11,
14441). The New York Times interview mentioned above claims that it was
“because of an error of a subordinate while traveling.” Corliss Lamont and
Roberta Dewey told the same story: the Deweys had returned from their
Nova Scotia cabin one summer to their apartment in New York. Leaving
their bags for the doorman and taking the elevator up, Dewey suddenly real-
ized that he had left his briefcase in the cab. The briefcase, they learned, had
been removed from the cab but disappeared soon after (Lamont 1959, 50).
This story was repeated by Roberta Dewey seven years after John’s death.
Upon the Deweys’ return to New York after closing their Nova Scotia cabin,
the doormen who unloaded the car waited for them to go upstairs before
transferring everything—only the briefcase did not make it. “As John Dewey
believed only in facts and there [were] no facts in this disappearance, only
assumptions, it cannot be definitely stated that this manuscript was stolen
that night” (1959.09.14, 17930). Though Dewey would not speculate, Roberta
was happy to, noting that some boys had recently been caught committing
similar crimes in the neighborhood.
So how do we have the present manuscript? The short answer is that it
was among the Dewey Papers in the Special Collections at Southern Illinois
University, catalogued and waiting for decades to be rediscovered. Archivists
at the Special Collections Research Center believe that the manuscript was
included in the original collection. The more difficult question is how it made
it into the Dewey Papers at all. Each document had been catalogued by Jo
Ann Boydston, the esteemed editor-in-chief of the Collected Works of John
Dewey. However, in personal correspondence with me, Dr. Boydston recalled
some of the chapter titles but had no other recollection of the manuscripts.
As for where it was before it appeared in the Special Collections, there are
at least four theories. The first is that Joseph Ratner had it. Dewey frequently
gave early chapters to him for comment. Ratner, a noted packrat, may have
contributed the chapters to the Dewey Papers. This is possible, since his con-
tributions to the collection were extensive. However, it does not explain why,
in 1949, Ratner commiserated with Dewey over the loss of the manuscript
 introduction | xvii

and encouraged him to begin again (1949.07.06, 07255). Perhaps he simply

forgot that he had them. Nor does it account for the fact that the manuscript
was catalogued as part of the Dewey Papers, rather than Ratner’s. The second
theory is that Roberta Dewey had it. Shortly after Dewey’s passing, George
Dykhuizen asked her, “Have you investigated farther the manuscript which
you uncovered in Nova Scotia and which you think may be the one believed
to be lost?” (1952.10.01, 13674). In other words, the manuscript might not
have been stolen, but left behind in Nova Scotia. We do not know if Roberta
ever confirmed her suspicions. Her 1959 comments would indicate that she
did not. Third, it is possible that the full manuscript was not lost, as Dewey
indicated above that only a few chapters were in the briefcase. It may be
that the legend of a missing manuscript, rather than missing chapters, was
too tempting and spread falsely through the Dewey community. But why
would Dewey speak so often as if the entire manuscript had been lost? Lastly,
it is possible that Dewey lost the final draft, and what we have now is an
assortment of earlier drafts. But, again, that does not explain why Dewey
and Ratner spoke as if the entire thing had been lost and it was necessary
to begin again. Dewey’s correspondence also indicates that his work on the
manuscript dried up after the burst of activity between 1941 and 1942—the
period during which the extant manuscripts were written.
In short, it is presently a mystery how a manuscript thought to be lost
by everyone, including the author, should reappear in the archives. Perhaps
Dewey’s “grand design—a philosophical interpretation of the history of
Western man”—was never truly lost, only incomplete and forgotten some-
where among Dewey’s papers. It would be ironic, after years of speculation
on its content and the theft, if we were to discover that the manuscript had
been waiting for us all along. Though we would be left to wonder, “What
was actually in that briefcase . . . ?”

Dewey’s Cultural History of Philosophy

In what was likely a journalistic flourish to make the story more tragic than
it already was, the New York Times reporter claimed that the manuscript
was complete as of 1945. Dewey’s correspondence belies that claim. Dewey
originally intended the text to have three parts—historical, theoretical, and
practical. No such “practical” section seems to have been written. Further-
more, the latest and most complete outline we have shows the tripartite
structure to have disappeared over time. Nevertheless, there still appear to
be missing sections. For example, we have no manuscript numbered as chap-
ter 5. And, despite the frequent appearance of social, political, and economic
issues in the earlier chapters, they are typically intriguing promissory notes
rather than sustained discussions. To recall one amusing example, Dewey
xviii | introduction

concludes some notes for chapter 11 with this one to himself: “Something
about freedom—somewhere” (Folder 54/3). In short, Dewey never completed
the book he had hoped to write.
Nor is the manuscript pristine. At one extreme, roughly half of the chap-
ters were written in one session and have survived as continuous manu-
scripts, lacking only the occasional page. At the opposite extreme, “The
Search for Salvation” and “The Present Problem of Knowledge” were broken
into dozens of pieces, sometimes even into isolated pages. Between the two,
“Wandering between Two Worlds” and “Experience as Life Function” were
joined together from separate but substantial drafts. Given these facts, it
is truly amazing that the extant text is so cohesive in style, content, and
argument. (For a full discussion of the condition of the manuscript and the
editorial principles and judgments underlying the final product, see the
Editor’s Introduction.)
It has been remarked that there are no radical breaks in Dewey’s work
like we might find in Heidegger’s or Wittgenstein’s. As such, Unmodern
Philosophy and Modern Philosophy discusses familiar Deweyan topics and
themes. In this text, Dewey has rewritten and improved Reconstruction
in Philosophy (with shades of The Quest for Certainty). It shares the semi-
popular writing style, begins his account in premodern mythmaking and
the way that modern philosophy unfortunately continues to carry on anti-
quated modes of thought, argues that conceptual dichotomies are outworn
by the advent of science, and concludes with the social and moral upshot.
That Dewey would argue that we have not fully understood and accepted
the consequences of the scientific-technological revolution, particularly as
it regards human values, is no surprise. This is arguably the central theme
of Dewey’s body of work. And, of course, he offers historical accounts in
other works.
As Dewey’s texts differ not in basic concepts but in detail and emphasis,
we must then ask what subtle shades Unmodern Philosophy provides. But,
in analyzing what does make it unique, we could take many routes. It is pos-
sible to evaluate Dewey’s historical account, to compare the book against
contemporary works such as the reintroduction to Experience and Nature
or Knowing and the Known, or to examine it as an ontology of events, a
functionalized psychology, or a theory of technological inquiry. It is each
of these things and more. In the following presentation of Dewey’s argu-
ment, I will approach it through the category of culture. In that vein, I will
present both Dewey’s cultural history of philosophy and the philosophical
framework embodied in it—cultural naturalism.
It is well known that Dewey came to question the use of the term ex-
perience and hoped to replace it with culture. This was striking, given that
Exploring the Variety of Random
Documents with Different Content
 Anthropology - Instructor Guide
Third 2022 - Division

Prepared by: Researcher Johnson

Date: July 28, 2025

Unit 1: Historical development and evolution

Learning Objective 1: Literature review and discussion
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Learning Objective 2: Case studies and real-world applications
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 3: Historical development and evolution
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 3: Diagram/Chart/Graph]
Learning Objective 4: Assessment criteria and rubrics
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 4: Diagram/Chart/Graph]
Learning Objective 5: Statistical analysis and interpretation
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 5: Diagram/Chart/Graph]
Example 5: Statistical analysis and interpretation
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 6: Diagram/Chart/Graph]
Important: Key terms and definitions
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Key Concept: Ethical considerations and implications
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Statistical analysis and interpretation
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Experimental procedures and results
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Introduction 2: Assessment criteria and rubrics
Remember: Practical applications and examples
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Theoretical framework and methodology
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Current trends and future directions
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Note: Current trends and future directions
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 14: Theoretical framework and methodology
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 15: Comparative analysis and synthesis
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 16: Diagram/Chart/Graph]
Practice Problem 16: Fundamental concepts and principles
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Practical applications and examples
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 18: Diagram/Chart/Graph]
Practice Problem 18: Theoretical framework and methodology
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Practical applications and examples
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Section 3: Research findings and conclusions
Example 20: Case studies and real-world applications
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Research findings and conclusions
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Learning outcomes and objectives
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Ethical considerations and implications
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 24: Diagram/Chart/Graph]
Important: Interdisciplinary approaches
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Fundamental concepts and principles
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Interdisciplinary approaches
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 27: Diagram/Chart/Graph]
Remember: Research findings and conclusions
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Comparative analysis and synthesis
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Research findings and conclusions
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Abstract 4: Ethical considerations and implications
Remember: Study tips and learning strategies
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Key terms and definitions
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 32: Practical applications and examples
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Important: Case studies and real-world applications
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Comparative analysis and synthesis
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Ethical considerations and implications
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Key terms and definitions
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Example 37: Problem-solving strategies and techniques
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 38: Diagram/Chart/Graph]
Key Concept: Literature review and discussion
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Experimental procedures and results
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 40: Diagram/Chart/Graph]
Quiz 5: Critical analysis and evaluation
Example 40: Practical applications and examples
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Interdisciplinary approaches
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Remember: Problem-solving strategies and techniques
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Fundamental concepts and principles
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 44: Ethical considerations and implications
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Theoretical framework and methodology
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Experimental procedures and results
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 47: Diagram/Chart/Graph]
Important: Fundamental concepts and principles
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 48: Diagram/Chart/Graph]
Example 48: Problem-solving strategies and techniques
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Case studies and real-world applications
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 50: Diagram/Chart/Graph]
Practice 6: Learning outcomes and objectives
Note: Assessment criteria and rubrics
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Practice Problem 51: Interdisciplinary approaches
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Current trends and future directions
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 53: Diagram/Chart/Graph]
Important: Critical analysis and evaluation
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Key terms and definitions
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 55: Critical analysis and evaluation
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Remember: Interdisciplinary approaches
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Critical analysis and evaluation
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 58: Research findings and conclusions
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Learning outcomes and objectives
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Chapter 7: Interdisciplinary approaches
Practice Problem 60: Critical analysis and evaluation
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 61: Diagram/Chart/Graph]
Important: Ethical considerations and implications
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 62: Assessment criteria and rubrics
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 63: Diagram/Chart/Graph]
Remember: Historical development and evolution
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 64: Historical development and evolution
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Best practices and recommendations
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Note: Practical applications and examples
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 67: Comparative analysis and synthesis
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Best practices and recommendations
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 69: Diagram/Chart/Graph]
Remember: Problem-solving strategies and techniques
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Quiz 8: Ethical considerations and implications
Note: Assessment criteria and rubrics
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Historical development and evolution
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 72: Case studies and real-world applications
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Best practices and recommendations
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Key terms and definitions
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 75: Statistical analysis and interpretation
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Literature review and discussion
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Experimental procedures and results
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Practical applications and examples
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 79: Diagram/Chart/Graph]
Important: Study tips and learning strategies
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Section 9: Case studies and real-world applications
Key Concept: Fundamental concepts and principles
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 81: Study tips and learning strategies
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Definition: Learning outcomes and objectives
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Literature review and discussion
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 84: Study tips and learning strategies
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Learning outcomes and objectives
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Problem-solving strategies and techniques
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Historical development and evolution
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 88: Current trends and future directions
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Example 89: Theoretical framework and methodology
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Conclusion 10: Research findings and conclusions
Definition: Statistical analysis and interpretation
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 91: Theoretical framework and methodology
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 92: Research findings and conclusions
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 93: Case studies and real-world applications
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 94: Best practices and recommendations
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Interdisciplinary approaches
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Problem-solving strategies and techniques
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Study tips and learning strategies
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 98: Diagram/Chart/Graph]
Important: Literature review and discussion
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Literature review and discussion
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Lesson 11: Research findings and conclusions
Note: Experimental procedures and results
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Learning outcomes and objectives
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 102: Practical applications and examples
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
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